SINCE the July-August uprising, there has been a significant discourse on reforming Bangladesh’s education system, particularly focusing on primary and middle school curriculum and textbooks. However, one of the most urgent issues in middle school education has been largely overlooked — the critical shortage of qualified teachers. Bangladesh’s education system has historically been skewed towards higher education, with 55 public universities now overshadowing the need for a robust middle school structure.
Despite numerous education commissions and committees over the past four decades, political instability, inertia and differing opinions have stymied meaningful reforms. As a result, the educational landscape continues to prioritise university education while neglecting pre-university education, which remains underdeveloped and insufficiently responsive to contemporary needs.
Bangladesh lacks strong teacher training institutions and educational policymakers are often selected based on political affiliations rather than expertise. Few universities offer degrees in education, leading to inadequate research in teaching methodologies and teacher development. Inquiry- and project-based learning — modern pedagogical approaches — are often underused because teachers lack the necessary instructional knowledge and professional development.
Additionally, the mismatch of expertise in government roles exacerbates these issues. For example, physicians and economists have been appointed to lead education ministry and directories while individuals without medical backgrounds have been placed in health minister’s role. This misalignment highlights a broader problem: the right people are not in the right positions to drive meaningful changes.
Citizens continue to hope for meaningful reforms and changes in the education system. If Bangladesh is to truly move forward with effective middle school education reform, the following key issues should be carefully considered:
Incorporating life skills into curriculum: Middle school education in Bangladesh should extend beyond academic subjects to include life skills such as health literacy, values education, financial management, home-life management and time management. Countries such as Japan, Switzerland, New Zealand and Singapore emphasise life skills and critical thinking, equipping students with practical abilities that are applicable in real-life situations. Integrating these skills into the curriculum can better prepare students for future challenges.
Enhanced digital literacy and technology integration: Incorporating digital literacy and technology skills, including information literacy and AI literacy, is essential in today’s technhology-driven world. Countries such as China, Estonia and Singapore have integrated digital literacy and digital citizenship into their education systems, teaching students to use technology effectively and safely. By enhancing digital literacy, Bangladesh can prepare students for future technological advancements and equip them with essential skills for the modern workforce.
Emphasis on foreign language learning: Proficiency in multiple languages is increasingly valuable. Many countries, including European Union member states, Korea, Vietnam, Japan and China have integrated foreign language education into their primary and secondary curriculum. For Bangladesh, it is crucial to expand language education beyond English to include Arabic, Chinese and Korean. These languages are significant culturally, economically, and in terms of employment opportunities in Asia and the Middle East. Broadening the foreign language curriculum could foster increased remittances, stable trade and strengthened diplomatic relations.
Promoting religious literacy for inclusivity: Bangladesh is a diverse society, yet religious literacy is often overlooked. Comparative religion should be included in the curriculum to foster understanding and respect for various faiths. Countries such as the United Kingdom, Japan, Lebanon and Malaysia incorporate religious education, helping to create a more inclusive and tolerant society. Inviting local religious leaders from different backgrounds to discuss their perspectives can promote dialogue and inclusivity.
Health and well-being literacy: Implementing comprehensive health and well-being literacy programmes is essential for supporting students’ overall development. Countries such as Australia, Canada and Switzerland have integrated programmes addressing physical health, mental health and wellness education. These programmes often include nutrition education, mental health support, physical fitness, first-aid, conflict and stress management strategies. Focusing on students’ holistic well-being can foster both academic success and personal health.
Encouraging community services: Engaging students in community services helps to develop a sense of responsibility and empathy. Middle and high school students should participate in activities such as waste collection, traffic management and cleaning public spaces such as schools and places of worship. In countries such as the United States, Switzerland and Germany, community services are a vital part of the school curriculum, promoting active and socially conscious citizenship.
Strengthening school and public libraries: Libraries are crucial for fostering a knowledge-based society. Bangladesh should invest in strengthening schools and public libraries to promote a culture of lifelong reading. Countries such as Canada, Denmark, Finland and Singapore have made significant investments in public libraries, which serve as community learning hubs. Including library classes the way it is included in curriculums in Croatia, Estonia and can enhance reading habits and contribute to building a knowledge society.
Incorporating self-protection and military training: Including self-defence and basic military training in the curriculum could benefit Bangladesh. Countries such as China, Singapore and Switzerland have mandatory military training programmes for their citizens. Implementing a self-protection course in middle school, followed by extended military training in high school or university, could instil discipline, physical fitness, and a sense of national service among students.
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Call to action
AMONG others, Bangladeshi universities need to offer degrees in education (eg, PGD, BEd, MEd) to increase the number of qualified educators. The country urgently needs to reform teacher training institutions and establish dedicated institutes of education and research similar to those at Dhaka, Chittagong and Rajshahi universities to address various levels of education. Countries such as the United Kingdom, the United States, Finland and Singapore have made teacher training a national priority, with rigorous programmes ensuring that educators are well-prepared for the classroom.
Teacher development must be central to any successful reform. It is astonishing that in Bangladesh, anyone can largely become a teacher without formal training, an education or teaching degree, or a licence. Creating a dedicated salary scale for teachers, especially at the primary and middle school levels, could attract qualified professionals. In countries such as South Korea, Switzerland and Singapore, competitive salaries and benefits make teaching an attractive profession.
The time for reforming middle school education is now. Failing to address these critical challenges will leave the education system top-heavy and ill-equipped to prepare students for the future. Reforming middle school education is not just an option; it is an urgent necessity for the nation’s future.
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Zakir Hossain (MA, MEd) ([email protected]) is an IB educator and the vice-president (elect) of the International Association of School Librarianship.